Using visual literacy to increase motivation and develop writing skills.

EL presente trabajo de grado reporta una experiencia cualitativa de investigación acción cuya intención fue identificar la influencia y el impacto que tiene el alfabetismo visual (Visual Literacy) en el incremento de la motivación y el desarrollo de las habilidades de escritura, en el grado 302 con...

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Autores:: Fonseca Murillo, Andrea

Tipo de recurso:: Trabajo de grado de pregrado

Fecha de publicación:: 2017

Institución:: Universidad Pedagógica Nacional

Repositorio:: Repositorio Institucional UPN

Idioma:: spa

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repository_id_str
dc.title.spa.fl_str_mv	Using visual literacy to increase motivation and develop writing skills.
title	Using visual literacy to increase motivation and develop writing skills.
spellingShingle	Using visual literacy to increase motivation and develop writing skills. Visual literacy Motivation Writing skills Communication EFL
title_short	Using visual literacy to increase motivation and develop writing skills.
title_full	Using visual literacy to increase motivation and develop writing skills.
title_fullStr	Using visual literacy to increase motivation and develop writing skills.
title_full_unstemmed	Using visual literacy to increase motivation and develop writing skills.
title_sort	Using visual literacy to increase motivation and develop writing skills.
dc.creator.fl_str_mv	Fonseca Murillo, Andrea
dc.contributor.advisor.spa.fl_str_mv	Mellizo Guaqueta, Nelson
dc.contributor.author.spa.fl_str_mv	Fonseca Murillo, Andrea
dc.subject.spa.fl_str_mv	Visual literacy Motivation Writing skills Communication EFL
topic	Visual literacy Motivation Writing skills Communication EFL
description	EL presente trabajo de grado reporta una experiencia cualitativa de investigación acción cuya intención fue identificar la influencia y el impacto que tiene el alfabetismo visual (Visual Literacy) en el incremento de la motivación y el desarrollo de las habilidades de escritura, en el grado 302 con un nivel del inglés menor al básico A1, en el Colegio Técnico Domingo Faustino Sarmiento. La propuesta de investigación fue desarrollada en tres momentos. El primer momento fue el de observación, el cual permitió hacer una caracterización de los estudiantes, en donde fue posible identificar que los estudiantes presentaban poco interés, falta de participación y poco (por no decir ningún) uso de la lengua extranjera. En el proceso de implementación, se usó el alfabetismo visual como una herramienta para la apropiación del vocabulario, el desarrollo de las habilidades escritas y el incremento de la motivación en cuanto a la lengua extranjera. En la fase de análisis, fue posible evidenciar que el alfabetismo visual tuvo un impacto positivo en el desarrollo de las habilidades escritas, el incremento de la motivación y en el aprendizaje del inglés como lengua extranjera.
publishDate	2017
dc.date.issued.none.fl_str_mv	2017
dc.date.accessioned.none.fl_str_mv	2019-08-13T15:25:16Z
dc.date.available.none.fl_str_mv	2019-08-13T15:25:16Z
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dc.type.local.spa.fl_str_mv	Tesis/Trabajo de grado - Monografía – Pregrado
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dc.relation.references.spa.fl_str_mv	Anderman, H. L. & Midgley, C. (1998). Motivation and middle school students. ERIC DIGEST. Retrieved from: http://www.ericdigests.org/1999-1/motivation.htm Anderson, C. J. (2012). Utilizing Student-Generated Pictures for Formative Vocabulary Instruction. Vocabulary Learning and Instruction, 1(1), 37 - 43. doi:10.7820/vli.v01.1.anderson Avgerinou, M. & Pettersson, R. (2011). Toward a Cohesive Theory of Visual Literacy. Journal of Visual Literacy, 30 (2), 1 – 19. Brookhart, S. M. (2013). How to Create and Use Rubrics for a Formative Assessment and Grading. Alexandria, Virginia: ASCD. Retrieved from: https://www.readpbn.com/pdf/How-to-Create-and-Use-Rubrics-for-FormativeAssessment-and-Grading-Sample.pdf Brophy, J. (2004). Motivating Students to Learn. New Jersey: Lawrence Erlbaum Associates. Brown, H.D. (2001). Teaching by Principles – An Interactive Approach to Language Pedagogy. London: Pearson Longman. Burns, A. (1999). Collaborative Action Research for English Language Teachers. United Kingdom: Cambridge University Press. Burns, A. (2010). Doing Action Research in English Language Teaching. New York : Taylor & Francis. Byrne, D. (1988). Teaching Writing Skills. United Kingdom: Longman Cassany, D. (1999) Construir la escritura. Barcelona: Ediciones Paidós, Ibérica S.A. Chareina, M. S. (2007) The Use of Pictures to Teach Writing Descriptive Text. (Degree Thesis, Semarang State University). Retrieved from http://lib.unnes.ac.id/6317/1/3835.pdf Cohen L., Manion, L. & Morrison, K. (2007). Research Methods in Education. New York: Taylor & Francis. Coulmas, F. (2003). Writing Systems: An Introduction to Their Linguistic Analysis. New York: Cambridge University Press. Deci, E. Vallerand, R. Pelletier, L. & Ryan, R. (1991). Motivation and Education: The SelfDetermination Perspective. Educational Psychologist, 26 (3&4), 325-346. Delgado, J. A. & Chapetón, C. M. (2015) Getting the Picture Iconography: An Innovative Way to Teach English to Young Learners. Bogotá: Aula de Humanidades. Denzin, N. & Lincoln, Y. (2005). The SAGE Handbook of Qualitative Research. Thousand oaks: SAGE publications. Dörnyei, Z. & Ushioda, E. (2011). Teaching and Researching Motivation. Harlow: Pearson Education. Dörnyei, Z. (1994). Motivation and Motivating in Foreign Language Classroom. The Modern Language Journal, 78 (3), 273-284. Dörnyei, Z. (2001). Motivational Strategies in the Language Classroom. New York: Cambridge University Press Fransecky, R. B. & Debes, J. L. (1972) Visual Literacy A Way to Learn - A Way to Teach. Washington D.C: Association for Educational Communications and Technology. Freedman, A., Pringle, I. & Yalden J. (2014). Learning to write: First/second language. New York: Routledge. Gaikwad, V. (2013). The Impact of a Visual Approach Used in the Teaching of Grammar When Embedded into Writing Instruction: A Study on the Writing Development of Chinese First Year University Students. Thesis for the degree of Doctor of Philosophy in Education, University of Exeter. Retrieved from https://ore.exeter.ac.uk/repository/bitstream/handle/10871/13722/GaikwadV.pdf?sequenc e=1&isAllowed=y Gardner, R. (2010). Motivation and Second Language Acquisition: The Socio-Educational Model. New York: Peter Lang Publishing. Graves, D. (2014). The Growth and Development of First-Grade Writers. In Freedman, A., Pringle, I. & Yalden J., Learning to write: First/second language, (p.p 54 – 66), New York: Routledge Hajdar, E. (2015). Drawing as a form of Communication and Creative Expression of a Preschool Child. International Journal of Technical Research and Applications, 30 (August, 2015) 59 - 65. Harackiewickz, J.M. & Hulleman, C. S. (2009). The Importance of Interest: The Role of Achievement Goals and Task Values in Promoting the Development of Interest. Social and Personality Psychology Compass 4(1) (2010), 42 - 52. Retrieved from: https://psych.wisc.edu/cmsdocuments/CompassHH.pd Hedge, T. (1991). Writing. Walton Street, Oxford: Oxford University Press. Krashen, S. & Terrell, T. (1988). The Natural Approach. Hemel Hempstead: Prentice Hall International. Lessard-Clouston, M. (2013). Teaching Vocabulary. Virginia: Tesol International Association. Lo, J., Hyland, F. (2007). Enhancing students’ engagement and motivation in writing: The case of primary students in Hong Kong. Journal of Second Language Writing, 16, 219 - 237. Melgarejo, D. (2009). Assessing Children´s Perceptions of Writing in EFL Based on the Process Approach. Colombian Applied Linguistics Journal, 12, 70- 84. Merriam, S. (2009). Qualitative Research. A guide to Design and Implementation. San Francisco: Jossey-Bass. Noels, KA., Pelletier, L.G., Clément, R & Vallerand R. J. (2003). Why Are You Learning a Second Language? Motivational Orientations and Self-Determination Theory. The H.W. Wilson Company. Nunan, D. (1989). Designing Task for the Communicative Classroom. United Kingdom: Cambridge University Press. Nunan, D. (2004). Task-Based Language Teaching. New York: Cambridge University Press. Orío, S. (2013). Motivation and Second Language Acquisition. Degree Thesis Universidad de La Rioja. Pincas, A. (1991). Teaching Writing Skills. London: Macmillan Publishers Ltd. Phillips, D., & Carr, K. (2010). Becoming a Teacher Through Action Research. New York: Taylor and Francis. Raimes, A. (1983). Techniques in Teaching Writing. New York: Oxford University Press. Ramos, J., Barros, K., Ribeiro, T., Couto, A. & Silvia, M. (2011). Interference of visual stimuli on the written production of students with no complaints of reading and writing difficulties. Revista Da Sociedade Brasileira De Fonoaudiologia, 16 (4), 396 - 404. Richards, J. (2006). Communicative Language Teaching Today. New York: Cambridge University Press. Richards, J & Rodgers, T. (1986) Approaches and Methods in Language Teaching. New York: Cambridge University Press Sagre, A. (2008). A Functional Approach to The Learning of Writing. Thesis for the degree of M.A in Education, Universidad del Norte. Barranquilla, Colombia. Retrieved from http://manglar.uninorte.edu.co/bitstream/handle/10584/721/30579340.pdf;jsessionid=080 A2C7F3645A7BEC681CF1EFF3B0EDF?sequence=1 Seels, B. A. (1994). Visual Literacy: The definiton Problem. In D. M. Moore, & F. M. Dwyer, Visual Literacy: An Spectrum Of Visual Learning (pp. 97-109). New Jersey: Educational Technology Publications. Teaching Writing Skills, (s.f). Designing and Implementing Classroom Techniques. The International Visual Literacy Association (2012). What is "Visual Literacy”? Retrieved from http://ivla.org/new/what-is-visual-literacy-2 The Pennsylvania State University (2006). Using Surveys for Data Collection in Continuous Improvement. Innovation Insight Series, 14. Retrieved from http://www.virginia.edu/processsimplification/resources/PennState%20Surveys.pdf Tillmann, A. (2012). What We See and Why It Matters: How Competency in Visual Literacy can Enhance Student Learning. Honors Projects. Paper 9. Available in: http://digitalcommons.iwu.edu/education_honproj/9 Touré-Tillery, M. & Fishbach, A. (2014). How to Measure Motivation: A Guide for the Experimental. Social and Personality Psychology Compass 8(7), 328 - 341. Tran, L. T. (2007). Learners' Motivation and Identity in the Vietnamese EFL Writing Classroom. English Teaching: Practice and Critique, 6 (1), 151 - 163. Retrieved from http://education.waikato.ac.nz/research/files/etpc/2007v6n1art8.pdf Viáfara, J. (2008). From Pre-school to University: Student-Teachers’ Characterize their EFL Writing Development. Colombian Applied Linguistics Journal, 10, 73 – 92. White, R. & Arndt, V. (1991) Process Writing. London: Longman Willis, J (1996) A Framework for Task-Based Learning. Hallow: Pearson Longman. Wright, A. (1989) Pictures for language learning. United Kingdom: Cambridge University Press. Zuñiga, N. (2010). An Early Approach to Self-Directed Learning: Students in a Visual Literacy Environment in Their English Class. Thesis of licentiate in basic education emphatically in Spanish and foreign languages, Universidad Pedagógica Nacional. Bogotá, Colombia.
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spelling	Mellizo Guaqueta, NelsonFonseca Murillo, Andrea2019-08-13T15:25:16Z2019-08-13T15:25:16Z2017TE-21515http://hdl.handle.net/20.500.12209/10023instname:Universidad Pedagógica Nacionalinstname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/EL presente trabajo de grado reporta una experiencia cualitativa de investigación acción cuya intención fue identificar la influencia y el impacto que tiene el alfabetismo visual (Visual Literacy) en el incremento de la motivación y el desarrollo de las habilidades de escritura, en el grado 302 con un nivel del inglés menor al básico A1, en el Colegio Técnico Domingo Faustino Sarmiento. La propuesta de investigación fue desarrollada en tres momentos. El primer momento fue el de observación, el cual permitió hacer una caracterización de los estudiantes, en donde fue posible identificar que los estudiantes presentaban poco interés, falta de participación y poco (por no decir ningún) uso de la lengua extranjera. En el proceso de implementación, se usó el alfabetismo visual como una herramienta para la apropiación del vocabulario, el desarrollo de las habilidades escritas y el incremento de la motivación en cuanto a la lengua extranjera. En la fase de análisis, fue posible evidenciar que el alfabetismo visual tuvo un impacto positivo en el desarrollo de las habilidades escritas, el incremento de la motivación y en el aprendizaje del inglés como lengua extranjera.Submitted by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2019-05-23T14:01:50Z No. of bitstreams: 1 TE-21515.pdf: 1023900 bytes, checksum: e53f8df54ed2f1497622751ad2ff41fd (MD5)Approved for entry into archive by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2019-08-13T15:25:16Z (GMT) No. of bitstreams: 1 TE-21515.pdf: 1023900 bytes, checksum: e53f8df54ed2f1497622751ad2ff41fd (MD5)Made available in DSpace on 2019-08-13T15:25:16Z (GMT). No. of bitstreams: 1 TE-21515.pdf: 1023900 bytes, checksum: e53f8df54ed2f1497622751ad2ff41fd (MD5)Licenciado en Español y Lenguas ExtranjerasTesis de pregradoPDFapplication/pdfspaUniversidad Pedagógica NacionalLicenciatura en Español y Lenguas ExtranjerasFacultad de Humanidadeshttps://creativecommons.org/licenses/by-nc-nd/4.0/Acceso abiertoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://purl.org/coar/access_right/c_abf2reponame:Repositorio Institucional de la Universidad Pedagógica Nacionalinstname:Universidad Pedagógica NacionalVisual literacyMotivationWriting skillsCommunicationEFLUsing visual literacy to increase motivation and develop writing skills.info:eu-repo/semantics/bachelorThesisTesis/Trabajo de grado - Monografía – Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/acceptedVersionAnderman, H. L. & Midgley, C. (1998). Motivation and middle school students. ERIC DIGEST. Retrieved from: http://www.ericdigests.org/1999-1/motivation.htmAnderson, C. J. (2012). Utilizing Student-Generated Pictures for Formative Vocabulary Instruction. Vocabulary Learning and Instruction, 1(1), 37 - 43. doi:10.7820/vli.v01.1.andersonAvgerinou, M. & Pettersson, R. (2011). Toward a Cohesive Theory of Visual Literacy. Journal of Visual Literacy, 30 (2), 1 – 19.Brookhart, S. M. (2013). How to Create and Use Rubrics for a Formative Assessment and Grading. Alexandria, Virginia: ASCD. Retrieved from: https://www.readpbn.com/pdf/How-to-Create-and-Use-Rubrics-for-FormativeAssessment-and-Grading-Sample.pdfBrophy, J. (2004). Motivating Students to Learn. New Jersey: Lawrence Erlbaum Associates.Brown, H.D. (2001). Teaching by Principles – An Interactive Approach to Language Pedagogy. London: Pearson Longman.Burns, A. (1999). Collaborative Action Research for English Language Teachers. United Kingdom: Cambridge University Press.Burns, A. (2010). Doing Action Research in English Language Teaching. New York : Taylor & Francis.Byrne, D. (1988). Teaching Writing Skills. United Kingdom: LongmanCassany, D. (1999) Construir la escritura. Barcelona: Ediciones Paidós, Ibérica S.A.Chareina, M. S. (2007) The Use of Pictures to Teach Writing Descriptive Text. (Degree Thesis, Semarang State University). Retrieved from http://lib.unnes.ac.id/6317/1/3835.pdfCohen L., Manion, L. & Morrison, K. (2007). Research Methods in Education. New York: Taylor & Francis.Coulmas, F. (2003). Writing Systems: An Introduction to Their Linguistic Analysis. New York: Cambridge University Press.Deci, E. Vallerand, R. Pelletier, L. & Ryan, R. (1991). Motivation and Education: The SelfDetermination Perspective. Educational Psychologist, 26 (3&4), 325-346.Delgado, J. A. & Chapetón, C. M. (2015) Getting the Picture Iconography: An Innovative Way to Teach English to Young Learners. Bogotá: Aula de Humanidades.Denzin, N. & Lincoln, Y. (2005). The SAGE Handbook of Qualitative Research. Thousand oaks: SAGE publications.Dörnyei, Z. & Ushioda, E. (2011). Teaching and Researching Motivation. Harlow: Pearson Education.Dörnyei, Z. (1994). Motivation and Motivating in Foreign Language Classroom. The Modern Language Journal, 78 (3), 273-284.Dörnyei, Z. (2001). Motivational Strategies in the Language Classroom. New York: Cambridge University PressFransecky, R. B. & Debes, J. L. (1972) Visual Literacy A Way to Learn - A Way to Teach. Washington D.C: Association for Educational Communications and Technology.Freedman, A., Pringle, I. & Yalden J. (2014). Learning to write: First/second language. New York: Routledge.Gaikwad, V. (2013). The Impact of a Visual Approach Used in the Teaching of Grammar When Embedded into Writing Instruction: A Study on the Writing Development of Chinese First Year University Students. Thesis for the degree of Doctor of Philosophy in Education, University of Exeter. Retrieved from https://ore.exeter.ac.uk/repository/bitstream/handle/10871/13722/GaikwadV.pdf?sequenc e=1&isAllowed=yGardner, R. (2010). Motivation and Second Language Acquisition: The Socio-Educational Model. New York: Peter Lang Publishing.Graves, D. (2014). The Growth and Development of First-Grade Writers. In Freedman, A., Pringle, I. & Yalden J., Learning to write: First/second language, (p.p 54 – 66), New York: RoutledgeHajdar, E. (2015). Drawing as a form of Communication and Creative Expression of a Preschool Child. International Journal of Technical Research and Applications, 30 (August, 2015) 59 - 65.Harackiewickz, J.M. & Hulleman, C. S. (2009). The Importance of Interest: The Role of Achievement Goals and Task Values in Promoting the Development of Interest. Social and Personality Psychology Compass 4(1) (2010), 42 - 52. Retrieved from: https://psych.wisc.edu/cmsdocuments/CompassHH.pdHedge, T. (1991). Writing. Walton Street, Oxford: Oxford University Press.Krashen, S. & Terrell, T. (1988). The Natural Approach. Hemel Hempstead: Prentice Hall International.Lessard-Clouston, M. (2013). Teaching Vocabulary. Virginia: Tesol International Association.Lo, J., Hyland, F. (2007). Enhancing students’ engagement and motivation in writing: The case of primary students in Hong Kong. Journal of Second Language Writing, 16, 219 - 237.Melgarejo, D. (2009). Assessing Children´s Perceptions of Writing in EFL Based on the Process Approach. Colombian Applied Linguistics Journal, 12, 70- 84.Merriam, S. (2009). Qualitative Research. A guide to Design and Implementation. San Francisco: Jossey-Bass.Noels, KA., Pelletier, L.G., Clément, R & Vallerand R. J. (2003). Why Are You Learning a Second Language? Motivational Orientations and Self-Determination Theory. The H.W. Wilson Company.Nunan, D. (1989). Designing Task for the Communicative Classroom. United Kingdom: Cambridge University Press.Nunan, D. (2004). Task-Based Language Teaching. New York: Cambridge University Press.Orío, S. (2013). Motivation and Second Language Acquisition. Degree Thesis Universidad de La Rioja.Pincas, A. (1991). Teaching Writing Skills. London: Macmillan Publishers Ltd.Phillips, D., & Carr, K. (2010). Becoming a Teacher Through Action Research. New York: Taylor and Francis.Raimes, A. (1983). Techniques in Teaching Writing. New York: Oxford University Press.Ramos, J., Barros, K., Ribeiro, T., Couto, A. & Silvia, M. (2011). Interference of visual stimuli on the written production of students with no complaints of reading and writing difficulties. Revista Da Sociedade Brasileira De Fonoaudiologia, 16 (4), 396 - 404.Richards, J. (2006). Communicative Language Teaching Today. New York: Cambridge University Press.Richards, J & Rodgers, T. (1986) Approaches and Methods in Language Teaching. New York: Cambridge University PressSagre, A. (2008). A Functional Approach to The Learning of Writing. Thesis for the degree of M.A in Education, Universidad del Norte. Barranquilla, Colombia. Retrieved from http://manglar.uninorte.edu.co/bitstream/handle/10584/721/30579340.pdf;jsessionid=080 A2C7F3645A7BEC681CF1EFF3B0EDF?sequence=1Seels, B. A. (1994). Visual Literacy: The definiton Problem. In D. M. Moore, & F. M. Dwyer, Visual Literacy: An Spectrum Of Visual Learning (pp. 97-109). New Jersey: Educational Technology Publications.Teaching Writing Skills, (s.f). Designing and Implementing Classroom Techniques.The International Visual Literacy Association (2012). What is "Visual Literacy”? Retrieved from http://ivla.org/new/what-is-visual-literacy-2The Pennsylvania State University (2006). Using Surveys for Data Collection in Continuous Improvement. Innovation Insight Series, 14. Retrieved from http://www.virginia.edu/processsimplification/resources/PennState%20Surveys.pdfTillmann, A. (2012). What We See and Why It Matters: How Competency in Visual Literacy can Enhance Student Learning. Honors Projects. Paper 9. Available in: http://digitalcommons.iwu.edu/education_honproj/9Touré-Tillery, M. & Fishbach, A. (2014). How to Measure Motivation: A Guide for the Experimental. Social and Personality Psychology Compass 8(7), 328 - 341.Tran, L. T. (2007). Learners' Motivation and Identity in the Vietnamese EFL Writing Classroom. English Teaching: Practice and Critique, 6 (1), 151 - 163. Retrieved from http://education.waikato.ac.nz/research/files/etpc/2007v6n1art8.pdfViáfara, J. (2008). From Pre-school to University: Student-Teachers’ Characterize their EFL Writing Development. Colombian Applied Linguistics Journal, 10, 73 – 92.White, R. & Arndt, V. (1991) Process Writing. London: LongmanWillis, J (1996) A Framework for Task-Based Learning. Hallow: Pearson Longman.Wright, A. (1989) Pictures for language learning. United Kingdom: Cambridge University Press.Zuñiga, N. (2010). An Early Approach to Self-Directed Learning: Students in a Visual Literacy Environment in Their English Class. Thesis of licentiate in basic education emphatically in Spanish and foreign languages, Universidad Pedagógica Nacional. Bogotá, Colombia.Enseñanza del inglésProducción escrita - DesarrolloInvestigación acción - MetodologíaAlfabetización - VisualMotivación - EstudiantesTHUMBNAILTE-21515.pdf.jpgTE-21515.pdf.jpgIM Thumbnailimage/jpeg2732http://repository.pedagogica.edu.co/bitstream/20.500.12209/10023/3/TE-21515.pdf.jpg7864fa70fcd43fc3f3922e5ebdde430bMD53LICENSElicense.txtlicense.txttext/plain; charset=utf-81748http://repository.pedagogica.edu.co/bitstream/20.500.12209/10023/2/license.txt8a4605be74aa9ea9d79846c1fba20a33MD52ORIGINALTE-21515.pdfTE-21515.pdfapplication/pdf1023900http://repository.pedagogica.edu.co/bitstream/20.500.12209/10023/1/TE-21515.pdfe53f8df54ed2f1497622751ad2ff41fdMD5120.500.12209/10023oai:repository.pedagogica.edu.co:20.500.12209/100232021-06-22 15:24:46.527Repositorio Institucional Universidad Pedagógica Nacionalrepositorio@pedagogica.edu.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

Using visual literacy to increase motivation and develop writing skills.

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